CAN YOU SPOT THE TREE? – Shape, Texture, Colour

In this 3 part lesson students use their engineering skills to create an interactive book using paper lunch bags, leaf rubbings and illustrated answer cards. 

Required Time

80 Minutes

Grade Level

Grade 1 to Grade 3


Language Arts
Visual Arts


colour shape texture


Crayola Crayons Crayola Glue Sticks Crayola Markers Crayola Scissors Crayola Marker & Watercolour Paper - 22.4 cm x 30.5 cm (9" x 12") - 2 sheets per student Elastic Bands - Medium Length - 1 per student Small Tree Branch - about .5 cm (½") diameter x 12 cm (5") long Hole Punch Cardstock Paper - 11 cm x 11 cm (4.5" x 4.5") - 3 per student Paper Lunch Bags - 13 cm x 27 cm (5" x 11") - 3 per student

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CAN YOU SPOT THE TREE? – Shape, Texture, Colour - Step One

Step One

Prepare The Leaves

  1. Gather lots of different leaves.
  2. Place the leaves between parchment paper and put some books on top of them.
  3. Allow them to dry for one day.
  4. Laminate the leaves. 
  5. Cut them out.
  6. Leave a small border around the edge so the laminate won't separate.



CAN YOU SPOT THE TREE? – Shape, Texture, Colour - Step Two

Step Two

  1. Use 3 paper bags in total.
  2. Place a bag on your desk with the bottom flap facing up.
  3. Fold the bag in half short end to short end.
  4. Make sure the flap is on the inside when the bag is folded.
  5. Repeat for the other 2 bags.
CAN YOU SPOT THE TREE? – Shape, Texture, Colour - Step Three

Step Three

  1. Place a folded paper bag on the table.
  2. Make a crisp fold about 2 cm in from the folded edge.
  3. Bend the fold back and forth 2 times.
  4. This will be the SPINE of the book.
  5. Repeat for each bag.
CAN YOU SPOT THE TREE? – Shape, Texture, Colour - Step Four

Step Four

  1. Stack the bags on top of each other.
  2. Make sure the edges line up.
  3. Paper clip all the bags together to hold them in place.
  4. Punch holes about 2 cm from the top and bottom on the spine fold.
  5. You will have to punch holes in each bag separately.
  6. Make sure the holes line up.
CAN YOU SPOT THE TREE? – Shape, Texture, Colour - Step Five

Step Five

  1. Poke an elastic band from the back to the front of one of the holes.
  2. Make sure it goes through all of the bags.
CAN YOU SPOT THE TREE? – Shape, Texture, Colour - Step Six

Step Six

  1. Place a stick through the loop of the elastic band at the front of the book.
  2. Repeat for the other hole to fasten the book together. 

CAN YOU SPOT THE TREE? – Shape, Texture, Colour - Step Seven

Step Seven

  1. Sandwich a leaf between a piece of drawing paper and a stack of 5 pieces of newsprint paper.
  2. Use the side of a broken crayon to colour over the paper.
  3. Try adding more than one colour.
  4. Make rubbings for the other 2 leaves.
  5. Cut out the rubbings.
CAN YOU SPOT THE TREE? – Shape, Texture, Colour - Step Eight

Step Eight

  1. Place your book on the table.
  2. Open it to the first 2 pages.
    - One page of the book has a pocket.
    - The other page has a flap.
  3. Glue a leaf rubbing onto the flap so you can still open the flap.
  4. Print the name of the tree under the flap so it is hidden.
  5. Print your question on the pocket page.

CAN YOU SPOT THE TREE? – Shape, Texture, Colour - Step Nine

Step Nine

  1. Print a question about the tree on the pocket page.
  2. Print the answer to your question on a piece of 10 cm x 10 cm cardstock paper.
  3. Draw a picture to go along with your answer.
  4. Place the card inside the pocket.
  5. Make questions and answer cards for the rest of your book.
CAN YOU SPOT THE TREE? – Shape, Texture, Colour - Step Ten

Step Ten

  1. Draw a cover for your book.
  2. Share your book with others.

Learning Goals

Students will be able to:

  • create an interactive book;
  • create 3 leaf rubbings;
  • pose a question about 3 different trees;
  • create an illustrated answer card for their questions;
  • create a cover design that matches the contents of their book;
  • demonstrate technical accomplishment and creativity;
  • share their work with others.


Have students:

  • explore fall using lessons such as Fall Leaves or Trees in Fall available on this website;
  • write haiku poetry about fall;
  • create a digital class book combining their poetry and images.


  1. Download and display the Colour, Shape and Texture posters  available on this website.
  2. Gather and make available books about fall and Canadian trees, for example, Trees in Fall, by Jenna Lee Gleisner; Autumn is here!, by Heidi Pross Gray; Goodbye Summer, Hello Autumn, by Kenard Pak; We're Going on a Leaf Hunt, by Steve Metzger, and Miki Sakamoto; Look What I Did with a Leaf!, by Morteza E. Sohi; Leaf Man, by Lois Ehlert; Fletcher and the Falling Leaves, by Julia Rawlinson, and Tiphanie Beeke; The First Red Maple Leaf, by Ludmila Zeman; and Maple Trees, by Rebecca Stromstad Glaser.
  3. Introduce or review the meaning of warm colours. 
  4. If possible take students on a walk to gather small fallen branches and leaves from a variety of trees.
  5. Take pictures of the trees the leaves came from.
  6. Print a picture of each tree.
  7. Dry and laminate a variety of leaves. (To dry the leaves, place them between parchment paper and put some books on top of them. Allow them to dry like that for one day.)
  8. Provide time for students to gather interesting facts about the trees that match their leaves.
  9. Remove the paper from a variety of warm coloured crayons and break the crayons in half. (Use a box cutter to cut a line along the paper wrapping on the crayons to make it easier to remove the paper.)
  10. Pre-cut the cardstock paper into 10 cm x 10 cm (4" x 4") pieces - 3 per student.
  11. Make a sample book.


  1. Have students sort the leaves that have been collected.
  2. Match the leaves to pictures of the trees they came from.
  3. Discuss what students know about the trees and leaves, e.g.,
    - shapes
    - sizes
    - colours
    - textures
    - fruit
    - nuts
    - names
  4. Show students your sample book and ask them how they think it was made.
  5. Explain that there are several steps to completing the book.
    - make the book
    - make the leaf rubbings
    - think up the questions
    - make the answer cards
    - put it all together
  6. Introduce the challenge.


The Challenge

  1. Create an interactive book.
  2. Create 3 different leaf rubbings.
  3. Pose a question about 3 different trees.
  4. Create an illustrated answer card for your questions.
  5. Create a cover design to match the contents of your book.
  6. Demonstrate technical accomplishment and creativity.

The Process

  1. Ensure that everyone understands the challenge.
  2. Establish success criteria with your students, for example,
    I know I am successful when I have:
    - created a simple book 
    - created 3 leaf rubbings
    - pressed hard with crayon so it shows the texture of the leaf
    - posed 3 different questions
    - made 3 different answer cards
    - used pictures and words on my answer cards
    - created a cover for my book to match its contents
    - kept everything in good condition
  3. Demonstrate the technique as you guide students through the steps outlined in this lesson plan.
  4. Observe students as they work.
  5. Provide individual assistance and encouragement.


  1. Place students into partners. They can socially distance and still share their books with one person guessing while the other lifts the flaps and reveals the answer cards.
  2. Ask them to:
    - guess the answers to the questions and tally their correct answers 
    - share their favourite question and why they like it
    - tell what they like best about their book and why
  3. Share ideas with the whole class. 
  4. Ask students to tell how they felt about doing this project.


  1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
  2. Observe students as they discuss the pages in their books – speaks with a clear voice, looks at audience while speaking, points to areas in the book, provides accurate information, answers questions from the audience effectively.
  3. Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the artwork.
  4. Use a checklist to track progress. (Download - SpotTree_tracking.pdf)
  5. Have students use the self-assessment form to evaluate their work. (Downloads - SpotTree_self-assessment.pdf